This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2016-17 school year. These results include all students tested, whether or not they were in the accountability subset.

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)

Reading Tests

% of Participants

2017

98%

98%

97%

100%

100%

83%

-

-

*

*

97%

96%

100%

92%

100%

-

% STAAR/EOC With No Accommodations

2017

13%

15%

8%

0%

15%

0%

-

-

*

*

8%

8%

20%

0%

13%

-

% STAAR/EOC With Accommodations

2017

73%

72%

73%

89%

60%

83%

-

-

*

*

73%

73%

80%

77%

71%

-

% STAAR Alternate 2

2017

12%

11%

16%

11%

25%

0%

-

-

*

*

16%

15%

0%

15%

17%

-

% of Non-Participants

2017

2%

2%

3%

0%

0%

17%

-

-

*

*

3%

4%

0%

8%

0%

-

Mathematics Tests

% of Participants

2017

99%

98%

97%

100%

100%

83%

-

-

*

*

97%

96%

100%

92%

100%

-

% STAAR/EOC With No Accommodations

2017

12%

12%

8%

0%

15%

0%

-

-

*

*

8%

8%

20%

0%

13%

-

% STAAR/EOC With Accommodations

2017

74%

74%

73%

89%

60%

83%

-

-

*

*

73%

73%

80%

77%

71%

-

% STAAR Alternate 2

2017

13%

12%

16%

11%

25%

0%

-

-

*

*

16%

15%

0%

15%

17%

-

% of Non-Participants

2017

1%

2%

3%

0%

0%

17%

-

-

*

*

3%

4%

0%

8%

0%

-

'*' Indicates results are masked due to small numbers to protect student confidentiality.'-' Indicates zero observations reported for this group.'n/a' Indicates data reporting is not applicable for this group.'?' Indicates that the data for this item were statistically improbable or were reported outside a reasonable range.

This section provides the STAAR performance results for each subject area tested in the 2016-17 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.

* Indicates results are masked due to small numbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable to System Safeguards.

AllStudents

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two or MoreRaces

EconDisadv

SpecialEd

ELL (Ever HS)

ELL (Current)

Federal Graduation Rates

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2016

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

5-year Extended Graduation Rate (Gr 9-12): Class of 2015

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

District: Met Federal Limits on Alternative Assessments

Reading

Number Proficient

n/a

Total Federal Cap Limit

n/a

Mathematics

Number Proficient

n/a

Total Federal Cap Limit

n/a

* Indicates results are masked due to small numbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable to System Safeguards.

Source: 2017 Accountability System Safeguards Report

Part III: Priority and Focus Schools

Priority schools are 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. Priority schools include TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the next lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups.

Priority School Identification: No Focus School Identification: No

Priority School Reason: N/A Focus School Reason: N/A

A high-performance reward school is identified as a Title I school with distinctions based on reading and mathematics performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards.

High Performing School: No High Progress School: No

Source: TEA Division of School Improvement and Support

Part IV: Teacher Quality Data

Part IV A: Percentage of Teachers by Highest Degree HeldProfessional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percentage of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelorís, masterís, and doctorate degrees.

----------------- Campus -----------------

Number

Percent

District
Percent

State
Percent

No Degree

0.0

0.0%

2.2%

1.2%

Bachelors

20.8

51.6%

67.3%

74.5%

Masters

19.5

48.4%

30.1%

23.6%

Doctorate

0.0

0.0%

0.3%

0.6%

Part IV B and C: Teachers with Emergency/Provisional Credentials, Low Poverty/ High Poverty Summary ReportsThe percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

Number of Core Academic Teachers Who Are Teaching on the Following Permits

Report Not Required

Source: TEA Division of Educator Preparation and Program Accountability

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percentage of total graduates during the 2013-14 school year who attended a public or independent college or university in Texas in the 2014-15 academic year.

Report Not Required

Source: Texas Higher Education Coordinating Board

Part VI: Statewide National Assessment of Educational Progress (NAEP) Results

The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.

State Level: 2015 Percentages at NAEP Achievement Levels

Grade

Subject

Student Group

%Below Basic

%At or AboveBasic

%At or AboveProficient

%At or AboveAdvanced

Grade 4

Reading

Overall

36

64

31

7

American Indian

n/a

n/a

n/a

n/a

Asian

13

87

66

30

Black

49

51

17

2

Hispanic

44

56

22

3

White

18

82

50

13

Students with Disabilities

71

29

11

2

English Language Learners

59

41

12

2

National School Lunch Program

46

54

20

3

Mathematics

Overall

14

86

44

8

American Indian

n/a

n/a

n/a

n/a

Asian

3

97

82

36

Black

24

76

29

2

Hispanic

16

84

37

4

White

7

93

60

15

Students with Disabilities

41

59

18

2

English Language Learners

23

77

28

2

National School Lunch Program

19

81

30

2

Grade 8

Reading

Overall

28

72

28

2

American Indian

n/a

n/a

n/a

n/a

Asian

12

88

55

12

Black

38

62

19

2

Hispanic

35

65

19

1

White

14

86

43

4

Students with Disabilities

70

30

5

n/a

English Language Learners

71

29

2

n/a

National School Lunch Program

36

64

18

1

Mathematics

Overall

25

75

32

7

American Indian

n/a

n/a

n/a

n/a

Asian

5

95

67

25

Black

43

57

16

2

Hispanic

31

69

23

4

White

12

88

48

12

Students with Disabilities

62

38

8

1

English Language Learners

60

40

6

n/a

National School Lunch Program

34

66

20

3

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students